Identified 129 third- through fifth-grade girls (screened from 232) via peer nominations and behavioral observations as fitting into one of four peer status groups (popular, rejected, neglected, or average) and two withdrawal status groups (withdrawn or not withdrawn). Subjects, parents, and teachers completed questionnaire measures of depression and anxiety. Rejected and withdrawn girls showed more internalizing problems as reported by girls and their teachers compared to peers. The combination of rejection and withdrawal was associated with more internalizing behaviors. Neglected girls did not differ from peers on depression or anxiety; nor was the combination of neglect and withdrawal associated with increased scores on dependent measures.
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Bell‐Dolan et al. (1995) studied this question.
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